A recent evaluation report on the Ready to Learn (RTL) program reveals that young children's learning is enhanced by educational media, particularly when it is used in combination, such as educational television supplemented by complementary media like websites, games, or even print. As a result, RTL, in its latest round of grants, is pursuing the idea of combining media even further by supporting "transmedia" strategies, a term borrowed from digital media theorist Henry Jenkins to describe narrative storytelling that uses different media platforms to advance the story and to create ever-larger fictional worlds of characters and events.
National Education Startup Challenge
On December 20, 2010, the Department released a Request for Information (RFI) to gather technical expertise pertaining to assessment technology standards (http://www2.ed.gov/legislation/FedRegister/other/2010-4/122010e.html). The RFI posed a series of questions related to interoperability and assessment technology standards, to which we invited interested members of the public to respond. We are pleased to publicly release the comments received. Please note that the Department does not endorse or recommend these responses; we are simply providing this information to the public for its use.
In this era of increasing global competition, the need to improve under-performing schools and education systems, especially those that serve high-need students and communities, is a widely accepted moral and economic imperative. The most effective ways to support and sustain change within our education organizations is the subject of more debate.
From its beginnings, the Ready to Learn (RTL) Program in the Office of Innovation and Improvement has both served America's youngest learners and been a learner itself – of the fast-evolving world of digital communications technology that, in 1995, consisted of television and a nascent World Wide Web. In fact, when initially author
We extend our appreciation to the thousands of individuals who participated in the numerous discussions, focus groups, presentations, webinars, public forums, and Web-based comment events that were held throughout the plan development process. A summary of the activities through which stakeholders contributed input is provided below.
We extend our deepest thanks to the members of the National Education Technology Plan technical working group for their extensive contributions to the plan's vision for the future of education:
The U.S. Department of Education initiated the development of Transforming American Education in spring 2009 to capitalize on the opportunities created by technological advancements and new research on learning that have emerged since the publication of the last national education technology plan in 2004.
Ancess, J. 2000. The reciprocal influence of teacher learning, teaching practice, school restructuring, and student learning outcomes. Teachers College Record 102 (3): 590–619.